2. Center for the Study of Higher and Postsecondary Education University of Michigan

3. National Forum History and Antecedents W.K. Kellogg Foundation Programming Initiatives, 1985-2000 Higher Education Leadership Development Institutional Transformation and Change

4. Innovation Replication Dissemination Change Model in Use at Kellogg Foundation 1990-1999

5. Ecological Systems Model Developed by the W.K. Kellogg Foundation

6. New Change Assumptions Transforming and Transacting Influences Values Based Change Social Movement Orientation

7. National Forum on Higher Education for the Public Good 2000-2002: First Work Phase out project funding to institutions Phase out project funding to institutions Summarization of KFHET Findings (www.kfhet.org) Summarization of KFHET Findings (www.kfhet.org) National Dialogue Series National Dialogue Series Intergenerational Symposium Intergenerational Symposium Early Career Scholars Early Career Scholars Preliminary Research on Public Attitudes Preliminary Research on Public Attitudes

8. National Forum on Higher Education for the Public Good 2003-2005 Policy Research and Impact NATIONAL Gather and analyze information on public perception, attitudes, and values regarding the principle of access in higher education. MULTI- INSTITUTIONAL Build public consensus and inform public policy regarding access in higher education across multiple institutions. LOCAL Analyze statewide public perceptions regarding the principle of access and inform students, parents, and other stakeholders of the importance of access as a public benefit.

9. National Forum on Higher Education for the Public Good Research Agenda Public Opinion Research Public Opinion Research Translating “Public Good” into Contemporary Issues on Which the Public Must Make Decisions Translating “Public Good” into Contemporary Issues on Which the Public Must Make Decisions –Public deliberation/public judgment –Contested values, competing meanings –Challenging higher education’s leadership

10. Why Do Higher Education Institutions Matter? Source: The American Council on Education Please tell me how important good public colleges and universities are to each of the following: 89% 85% 83% 80% 77% 75% 73%

11. What Should Students Get Out of College? Source: The National Center for Public Policy & Higher Education A sense of maturity and how to manage on their own An ability to get along with people different from themselves An improved ability to solve problems and think analytically Learning hi-tech skills, such as using computers and the Internet Specific expertise and knowledge in careers they have chosen Top-notch writing and speaking skills Responsibilities of citizenship, such as voting and volunteering Exposure to great writers and thinkers in subjects like literature and history

12. Most Important Economic Contribution Disproportionately over 50, not college graduates, lower income Disproportionately male with advanced degrees; also disproportionately African American Disproportionately younger, more educated, more affluent Source: The American Council on Education Which of the following ways would you say is the most important way that the public colleges and universities in this state contribute to the state’s economy?

13. Women (76%) are more likely than men (66%) to believe that active citizenship is a main goal of higher education.. Adults in rural areas (80%) are more likely than urban adults (69%) to believe that active citizenship is a main goal of higher education Active Citizenship as a Goal of Higher Education Women are now the majority of those enrolled in degree-granting institutions (60%). Please tell me if you agree or disagree with the following statement: “One of the main goals of higher education is to teach students how to be active citizens.”

14. African American respondents (18%) are more than twice as likely as Caucasian respondents (7%) to say that colleges and universities are doing a poor job on preparing students for a career. African American respondents (22%) are more than twice as likely as Caucasian respondents (10%) to say that colleges and universities are doing a poor job on building a relationship with the surrounding community. How Are Colleges and Universities Doing? 63% 47%

15. Individual personal and economic benefits. Individual personal and economic benefits. Economic impact, primarily on local communities. Economic impact, primarily on local communities. Broader social impact (more people making more money with greater appreciation for diversity). Broader social impact (more people making more money with greater appreciation for diversity). Impact on civics and democracy (bottom of the list). Impact on civics and democracy (bottom of the list). Summary: What Matters Most?

16. What is the connection between higher education and “democracy”? What is the connection between higher education and “democracy”? –Democracy is when everyone has a say… –Struggled to find connection What is the connection between higher education and “the public good”? What is the connection between higher education and “the public good”? –Some: It’s good when people are educated. –Others: It sounds political. Focus Groups: Like Pulling Teeth...

17. The Array of Higher Education Benefits Prepared by the Institute for Higher Education Policy, March 1998 Increased Tax Revenues Increased Tax Revenues Greater Productivity Greater Productivity Increased Consumption Increased Consumption Increased Workforce Flexibility Increased Workforce Flexibility Decreased Reliance on Government Financial Support Decreased Reliance on Government Financial Support Reduced Crime Rates Reduced Crime Rates Increased Charitable Giving / Community Service Increased Charitable Giving / Community Service Increased Quality of Civic Life Increased Quality of Civic Life Social Cohesion / Appreciation of Diversity Social Cohesion / Appreciation of Diversity Improved Ability to Adapt to and Use Technology Improved Ability to Adapt to and Use Technology Higher Salaries and Benefits Higher Salaries and Benefits Employment Employment Higher Savings Levels Higher Savings Levels Improved Working Conditions Improved Working Conditions Personal / Professional Mobility Personal / Professional Mobility Improved Health / Life Expectancy Improved Health / Life Expectancy Improved Quality of Life for Offspring Improved Quality of Life for Offspring Better Consumer Decision Making Better Consumer Decision Making Increased Personal Status Increased Personal Status More Time to Cheer on Tar Heels More Time to Cheer on Tar Heels PublicPrivate Economic Social

18. What role do institutions of higher education have in fostering public debate? Key Question

19. AgreeDisagree Please tell me if you agree or disagree with the following statement: Colleges and universities are places where important issues facing our nation and the world should be debated. Places of Public Debate? College-age adults, ages 18-24, are more likely to strongly agree that colleges and universities should be places of public debate (50%) than older adults (36%). Post-graduates (53%) are significantly more likely than college graduates (42%) or those with less than a college education (34%) to strongly agree that issues of public importance should be debated in these institutions.

20. College-age adults, ages 18- 24, are most likely to want institutions of higher education to do more (61%). Adults with a high school or less education are least likely to want colleges or universities to do more to encourage public debate (41%) than their college (47%) or post-graduate (57%) counterparts. Adults of color (63%) are significantly more likely than white adults (44%) to want colleges and universities to do more. In general, do you think colleges and universities should - do more to encourage public debate on issues of importance to the nation and the world, do less to encourage public debate, or are their current efforts about right? Should Higher Education Be Doing More?

21. How does the public view diversity and affirmative action in higher education? Key Question

22. Support for Affirmative Action Support for Affirmative Action Includes: 61% of White Adults 63% of Hispanic or Latino Adults 83% of African-American Adults Source: Americans for a Fair Chance

23. Is Affirmative Action Still Necessary? Affirmative action remains necessary Affirmative action isn’t perfect, but it is NOT yet time to end it Affirmative action should be ended immediately Don’t know Source: Americans for a Fair Chance Choose the one statement that you agree with most: (% saying…) 23% White 53% African American 31% Hispanic or Latino

24. When the focus is on the process rather than the outcome. When the focus is on the process rather than the outcome. When specific programs are described. When specific programs are described. When programs encourage without mandating. When programs encourage without mandating. When programs are gender-based as well as race- based. When programs are gender-based as well as race- based. Selection criteria should be color-blind and affirmative action violates this principle. Selection criteria should be color-blind and affirmative action violates this principle. Affirmative action means that people who are less qualified will be hired or admitted, when people who are more qualified are shut out. Affirmative action means that people who are less qualified will be hired or admitted, when people who are more qualified are shut out. People should be rewarded for hard work and responsibility, not for having some arbitrary attribute. People should be rewarded for hard work and responsibility, not for having some arbitrary attribute. Affirmative action means reverse discrimination, trading one kind of discrimination for another. Affirmative action means reverse discrimination, trading one kind of discrimination for another. When programs are class-based rather than either gender- or race-based. When programs are class-based rather than either gender- or race-based. When are People Most Supportive?

25. Selection criteria should be color-blind and affirmative action violates this principle. Selection criteria should be color-blind and affirmative action violates this principle. Affirmative action means that people who are less qualified will be hired or admitted, when people who are more qualified are shut out. Affirmative action means that people who are less qualified will be hired or admitted, when people who are more qualified are shut out. People should be rewarded for hard work and responsibility, not for having some arbitrary attribute. People should be rewarded for hard work and responsibility, not for having some arbitrary attribute. Why Do People Oppose Affirmative Action?

26. Affirmative action means reverse discrimination, trading one kind of discrimination for another. Affirmative action means reverse discrimination, trading one kind of discrimination for another. When programs are class- based rather than either gender- or race-based. When programs are class- based rather than either gender- or race-based. Why Do People Oppose Affirmative Action?

27. AgreeDisagree Please tell me if you agree or disagree with the following statement: All people - regardless of race, ethnicity, social class or gender - should have equal opportunity to a higher education. Equal Opportunity to a Higher Education More than 8 out of 10 adults across every demographic and geographic subgroup strongly agree that all people should have equal opportunity to a higher education.

28. ImportantNot important How important do you personally believe it is to have students of different races, cultures and backgrounds in higher education? Diversity is Important, But... Which TWO of the following do you personally think colleges and universities should use as the most important factors in deciding which students to admit to their schools: 70% - Grades from High School 50% - Standardized Test Scores 16% - Special abilities in athletics, art or music 14% - Leadership in school or community 11% - Creativity 5 % - Residency in school’s home state 5% - Community or volunteer experience 2% - History of parents 2% - Race or ethnicity of student 0% - Gender of student Source: The American Council on Education/Business-Higher Education Forum *Half Sample Only

29. Please tell me whether you agree or disagree with the following statement: Colleges and universities should be allowed to take actions to ensure that their student body is diverse. Action to Ensure Diversity in Higher Education Do you favor or oppose affirmative action programs in higher education, or aren’t you sure? AgreeDisagree Don’t know Favor Oppose Don’t know Source: The American Council on Education/Business-Higher Education Forum

30. AgreeDisagree Please tell me if you agree or disagree with the following statement: Affirmative action policies in higher education have a positive effect on our society. Affirmative Action: Positive Benefit to Society Don’t know Most likely to strongly agree: – – Household income of under $25K (41%) – – Adults of color (40%) – – Children under age 6 (35%) – – High school or less education (34%) Most likely to disagree: – – Household income of $75K or more (41%) – – College educated men (41%) – – Post-graduates (37%) – – Men (35%) – – Children age 6 or older (35%) – – Reside in the South (34%) – – White adults (30%)

31. Drop-Off: Affirmative Action Agree with Opportunity but Not Affirmative Action: (Those most likely to agree that all people should have an equal opportunity to higher education, but disagree that affirmative action in higher education benefits society.)   Total (27%)   Household income of $75K or more (38%)   College educated men (38%)   Post-graduates (36%)   With children ages 6 and older (34%)   Reside in the South (32%)   Men (33%) Those who believe colleges and universities should be places where issues of public importance are debated are significantly more likely to believe affirmative action policies in higher education have benefited society than those who do not (69% to 55% respectively).

32. Ecological Systems Model Developed by the W.K. Kellogg Foundation

33. National Level Threats to Access Higher Education Act Reauthorization and Student Financial AidHigher Education Act Reauthorization and Student Financial Aid State Budget DeficitsState Budget Deficits Tuition IncreasesTuition Increases Limited college capacity and a growing number of students attending collegeLimited college capacity and a growing number of students attending college Challenges to Affirmative ActionChallenges to Affirmative Action

34. Governor Jennifer Granholm’s Challenge to Higher Education in Michigan Double the number of college graduates within our state in 10 years.

35. Where to start?

36. Access to Democracy Project Information and Education Effort Grassroots-Grasstops Model Involvement of Kellogg Fellows, American Council on Education Fellows, Librarians, and Teachers And also Governor’s Staff, Community Foundations, Michigan Foundations

37. Access to Democracy Project Advocacy Model vs. Deliberative Model What do we mean by “access to democracy”: For whom, how earned, how exercised? Framing process for deliberative dialogue

38. The National Issues Forum Institute Framing the Issue for Public Deliberation Engaging Communities in Dialogue on Public Issues “If American democracy is to fulfill its promise, citizens must take responsibility and act together.”

39. Who Is College For? Framing the Issue of Access to Higher Education

40. Access to Democracy Facilitated public discussions Facilitated public discussions Broadening issue to more groups Broadening issue to more groups Providing community context Providing community context Media opportunities Media opportunities

41. Access to Democracy Information Information IN Information Information OUT

42. Access to Democracy What Results? Clarification of contested values Clarification of contested values Basis for action Basis for action Contribution to democratic practice Contribution to democratic practice Public policy implications Public policy implications

43. “Every act of organizing is an experiment. We begin with desire, with a sense of purpose and direction. But we enter the experience vulnerable, unprotected by the illusory cloak of prediction. We acknowledge that we don’t know how this work will actually unfold. We discover what we are capable of as we go along … Every act of organizing is an act of faith. We hope for things unseen which are true.” – Margaret Wheatley

44. What is YOUR Vision? Where are changes needed to accomplish that vision?

45. A Sampling of Changes Needed Individuals: Parents, students, faculty, legislators, presidents Individuals: Parents, students, faculty, legislators, presidents Institutions: UNC, State HE system, high schools Institutions: UNC, State HE system, high schools System of Higher Ed: Ratings of research universities, tenure expectations, socialization of new faculty System of Higher Ed: Ratings of research universities, tenure expectations, socialization of new faculty Society: Preparation, community expectations, funding Society: Preparation, community expectations, funding

46. Where to start?